Re: [xmca] neoformation

So would I be right Elina in thinking that Vygotsky has in mind something
like a new relationship or arrangement of functions in the personality, a
kind of new "configuration" of the whole? rather than a new function or
ability appearing as an additional element of the whole?

Maybe "configuration" is better than "formation." There is a lot of debate
about how best top translate the German word "Gestalt" into English, and I
have heard people say that "Configuration" or "formation" is better than
"whole" which is now the usual translation in psychology. This is what is
being referred to isn't it, a new "Gestalt"?

Andy
At 01:39 AM 22/01/2008 -0500, you wrote:
>Andy and Mike,
>I was distracted from being virtually here, so sorry for the delay in my
>response. This is THE question. Indeed. I've been struggling with the
>English word for Vygotsky's "novo-obrazovaniye" ( Literally speaking in
>Russian: 'novo' - new; 'obrazovaniye - creation, with the morpheme 'obraz'
>actually meaning "image). I used 'neoformation' simply because it was used
>in the Collected Works, vol.5. There is a problem with purely medical
>connotation. The word 'novoobrazovaniye" does not have it. For me as a
>Russian speaker, there is a process in this word and it is not a specific
>term related to any discipline, it can be used in a philosophical statement,
>biological argument as well as poem. I hope I do not bring more confusion
>than clarification. Maybe other Russian speakers will be more capable...
>
>But I believe that meaning is still more important. Actually, from my
>experience as a 'cultural mediator'/translator, in case of a very important
>difficult-to-translate notion, it was better to create a term that would be
>unfamiliar as an indication for the native speakers to pay attention to the
>meaning making of the concept.
>
>As far as I understand, 'neoformation' for Vygotsky is a dynamic structure
>that reflects the relationship between central and peripheral lines of
>development. "Neoformation' is often interpreted as a new higher
>psychological function that is developing in a particular age.( See The
>Essential Vygotsky, p.544) I think what is important here is that Vygotsky
>refers to dialectically developing relationship rather than one single
>function.
>"The processes of development that are more or less directly connected with
>basic neoformation we shall call central lines of development *at* the given
>age and all other partial processes and changes occurring at the given age,
>we shall call peripheral lines of development. Processes that are central
>lines of development at one age become peripheral lines of development at
>the following age and conversely, peripheral lines of development of one age
>
>are brought to the forefront and become central lines since their meaning
>and relative significance in the total structure of development changes..."
>(Vol.5, p.197).
>
>For example, the central line of the development of imagination as a
>'neoformation' during pre-school age becomes peripheral in the elementary
>age. But it seems very important to consider the changed relationship
>between two for an elementary school child.
>
>In activity theory, especially in Learning Activity Theory ( El'konin,
>Davydov, Repkin), 'neoformation' was closely related to the ZPD of the
>historical child at a specific age. For example,theoretical thinking will be
> in the ZPD of elementary school student and it will be developed in the
>process of mastery of Learning activity (inquiry-based/quasi-research
>activity). The development of "neoformation' and mastery of the leading
>activity were dialectically connected: the more developed are the
>reflection, analysis, modeling, and planning as abilities of theoretical
>thinking, the more independent is the student as a learner/subject of
>Learning Activity and vice versa.
>
>Vygotsky constructs the meaning of the notion of 'neoformation' in relation
>to the concepts of 'crisis of development' and 'cultural development.'
>
>These are my two cents so far or maybe just two 'kopeikas'...:-)
>Elina
>
>
>
>On Jan 20, 2008 1:50 PM, Mike Cole <lchcmike@gmail.com> wrote:
>
> > Very interesting question, Andy. I would like to hear more about this too.
> > It is linked, among other things, to the issue of central and peripheral
> > lines of
> > development.
> >
> > Elina?
> > mike
> >
> > On Jan 19, 2008 9:26 PM, Andy Blunden <ablunden@mira.net> wrote:
> >
> > > Elina,
> > > I see you use the word "neoformation." This is not a common word in
> > > English. The OED Online tells me it is a medical word which can mean new
> > > tissue which has grown over a wound, or a tumour or such like.
> > > It is possible to see what LSV means when he applies this concept to
> > > psychology and child development, but can you explain a bit more of the
> > > connotations of the word to a Russian, please?
> > > Andy
> > > At 11:55 PM 19/01/2008 -0500, you wrote:
> > > >I had no intention to stir any either/or thinking... I agree, there
> > > should
> > > >be no false dichotomies. As for El'konin-Davydov curriculum and
> > > development
> > > >as a subject of learning activity, there are definitely a lot of
> > > >publications, including even publications from Kharkov laboratory ( See
> >
> > > >Lampert -Shepel, E. (September-October, 2003) (Ed.) Learning Activity.
> > > >*Journal
> > > >of Russian and East European Psychology, *41(4)). galina tsukerman has
> > a
> > > >fantastic book 'Types of communication ( interaction) in teaching and
> > > >learning [obuchenii]", sorry I do not remeber the exact translation of
> > > this
> > > >book's title into English. The title reminds Davydov's book " Types of
> > > >generalizations in teaching and learning"
> > > >
> > > >In my previous e-mail I was questioning the existence of studies
> > > addressing
> > > >the claim of direct transfer of the abilities developed in the course
> > of
> > > >quasi-research/learning activity/inquiry to other spheres of life
> > > including
> > > >moral and ethical decision-making, emotional and social development,
> > etc.
> > > We
> > > >had long conversations with Davydov, Repkin, Galina Tsukerman and
> > others
> > > on
> > > >this issue and there were numerous observations that children educated
> > in
> > > >the school laboratories ( E-D curriculum) were active learners,
> > > questioning
> > > >the status quo, capable to work collaboratively, comfortable with
> > > >uncertainty, skilled to conceptualize the unknown areas of study, quite
> >
> > > >comfortably ascending from abstract to concrete...:-) Daniil Elkonin
> > in
> > > his
> > > >scientific diaries argues that each 'neoformation' developed in the
> > > course
> > > >of becoming a subject of leading activity transforms the system of
> > > >relationships among previously internalized 'neoformations', and such
> > > >transformation is qualitative. For example, mastery of theoretical
> > > thinking
> > > >during the learning activity thansforms the
> > > >previously internalized 'imagination.' If anyone knows specific
> > studies
> > > >addressing this issue, I would highly appreciate the references.
> > > >
> > > >Anyway, from the previously expressed suggestions and contexts of
> > > learning
> > > >here are some possibilities to collaboratively explore
> > > development/learning;
> > > >
> > > >1. Cross-cultural perspective/ conceptualizing tendencies and meanings
> > in
> > > >development/learning. What are cross-cultural tendencies in
> > > >development/learning emerging from practicing various Vygotsky's
> > inspired
> > > >teaching/research/play/work? ( San Diego, Helsinki, Seoul, New York,
> > > Moscow,
> > > >...other? or virtual cultures/contexts of being?)
> > > >
> > > >2. Teaching and learning in CHAT tradition and life-long learning. ( i
> > > was
> > > >excited with the concept in Russia, but English word makes me
> > > >depressed...life-long learning sounds as sentence in court...sorry,
> > > >reflection on the side)
> > > >
> > > >3. David's idea of new data and old masters, i.e. questioning/critical
> > > >analysis/ development of foundational ideas of development and learning
> > (
> > > >CHAT) with new data and new perspectives.
> > > >
> > > >4. "Virtually there..." , collaborations in time and space, new forms
> > of
> > > >co-being and their impact on the course of learning and development...
> > > >
> > > >5. other?
> > > >
> > > >These are just a few thoughts that I irresponsibly suggest...use or
> > > discard
> > > >if they are out of the context of your thinking...
> > > >Elina
> > > >
> > > >
> > > >On Jan 19, 2008 9:19 PM, Mike Cole <lchcmike@gmail.com> wrote:
> > > >
> > > > > How about we avoid either/or thinking?
> > > > > Re Davydov/Elkonin.
> > > > >
> > > > > YES, we all need to know about it.
> > > > > But the idea that there is no evidence out there about its claims is
> > > kind
> > > > > of
> > > > > odd to
> > > > > me. I know a LOT has to be missing,
> > > > >
> > > > > BUT
> > > > >
> > > > > Special issueS of J Russian and East European psych have been
> > devoted
> > > to
> > > > > VVD,
> > > > > and then to people like Galina Tsukerman. the American work of Jean
> > > > > Shmittau?
> > > > > Why is there an either/or choice here?? Restricted number of signs?
> >
> > > > > mike
> > > > >
> > > > > PS-- Lets hear if for creative spellers and willing contributors!
> > > > >
> > > > > On Jan 19, 2008 5:49 PM, Emily Duvall < emily@uidaho.edu> wrote:
> > > > >
> > > > > > No worries Elina, your question is interesting as well... :-)
> > > > > > I've just been detached from the listserv for a bit.
> > > > > > ~ Em
> > > > > >
> > > > > > -----Original Message-----
> > > > > > From: xmca-bounces@weber.ucsd.edu [mailto:
> > > xmca-bounces@weber.ucsd.edu ]
> > > > > On
> > > > > > Behalf Of Elina Lampert-Shepel
> > > > > > Sent: Saturday, January 19, 2008 1:12 PM
> > > > > > To: eXtended Mind, Culture, Activity
> > > > > > Cc: mcole@weber.ucsd.edu; David Preiss
> > > > > > Subject: Re: [xmca] Re-cycling the idea of a collaborative papers
> > > > > >
> > > > > > Thanks, David and Helen! Emily, I am sorry I distracted the
> > > discussion
> > > > > > with
> > > > > > my question!
> > > > > > Elina
> > > > > >
> > > > > > On Jan 19, 2008 3:13 PM, Emily Duvall < emily@uidaho.edu> wrote:
> > > > > >
> > > > > > > Mike, could you include direction re finding that discussion?
> > I've
> > > > > been
> > > > > > > out of the loop at bit lately.
> > > > > > > ~ Em
> > > > > > >
> > > > > > >
> > > > > > > Emily Duvall
> > > > > > > Assistant Professor Curriculum & Instruction
> > > > > > > University of Idaho, Coeur d'Alene
> > > > > > > 1000 W. Hubbard Suite 242 | Coeur d'Alene, ID 83814
> > > > > > > T 208 667 2588 | F 208 667 5275 emily@uidaho.edu |
> > > www.cda.uidaho.edu
> > > > > > >
> > > > > > > He only earns his freedom and his life, who takes them every day
> > > by
> > > > > > storm.
> > > > > > > -- Johann Wolfgang Goethe
> > > > > > >
> > > > > > >
> > > > > > >
> > > > > > >
> > > > > > > -----Original Message-----
> > > > > > > From: xmca-bounces@weber.ucsd.edu [mailto:
> > > xmca-bounces@weber.ucsd.edu]
> > > > > > On
> > > > > > > Behalf Of Mike Cole
> > > > > > > Sent: Friday, January 18, 2008 7:59 PM
> > > > > > > To: David Preiss
> > > > > > > Cc: eXtended Mind, Culture, Activity
> > > > > > > Subject: Re: [xmca] Re-cycling the idea of a collaborative
> > papers
> > > > > > >
> > > > > > > Nice that others are interested in the proposed collective
> > > article
> > > > > > idea.
> > > > > > > I would think that checking out the discussion on development
> > > between
> > > > >
> > > > > > > San
> > > > > > > Diego and Helsinki, Kellog and studens and Blunden,
> > > > > > > both his article and ppt presention would be good place to start
> >
> > > to
> > > > > > > connect.
> > > > > > >
> > > > > > > mike
> > > > > > >
> > > > > > > On Jan 18, 2008 4:17 PM, David Preiss < davidpreiss@uc.cl>
> > wrote:
> > > > > > >
> > > > > > > > Mike,I would be delighted to contribute to as well! What might
> > > be
> > > > > the
> > > > > > > > skeleton of the article? It is such a broad topic!David Preiss
> >
> > > > > > > >
> > > > > > > > On Jan 18, 2008, at 8:49 PM, MARK DE BOER wrote:
> > > > > > > >
> > > > > > > > Dear Dr. Cole,
> > > > > > > >
> > > > > > > > I'd be interested in this collective article... I am not as
> > well
> > > > > read
> > > > > > as
> > > > > > > > others, but my experience in the classroom might be of some
> > > > > > assistance.
> > > > > > > >
> > > > > > > > Best,
> > > > > > > >
> > > > > > > > Mark_______________________________________________
> > > > > > > > xmca mailing list
> > > > > > > > xmca@weber.ucsd.edu
> > > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > > >
> > > > > > > >
> > > > > > > > David Preiss, Ph.D.
> > > > > > > > Subdirector de Extensión y Comunicaciones
> > > > > > > > Escuela de Psicología
> > > > > > > > Pontificia Universidad Catolica de Chile
> > > > > > > > Av Vicuña Mackenna 4860
> > > > > > > > Macul, Santiago
> > > > > > > > Chile
> > > > > > > >
> > > > > > > > Fono: 3544605
> > > > > > > > Fax: 3544844
> > > > > > > > e-mail: davidpreiss@uc.cl
> > > > > > > > web personal: http://web.mac.com/ddpreiss/
> > > > > > > > web institucional: http://www.epuc.cl/profesores/dpreiss
> > > > > > > >
> > > > > > > >
> > > > > > > >
> > > > > > > _______________________________________________
> > > > > > > xmca mailing list
> > > > > > > xmca@weber.ucsd.edu
> > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > > _______________________________________________
> > > > > > > xmca mailing list
> > > > > > > xmca@weber.ucsd.edu
> > > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > >
> > > > > >
> > > > > >
> > > > > >
> > > > > > --
> > > > > > Elina Lampert-Shepel
> > > > > > Assistant Professor
> > > > > > Graduate School of Education
> > > > > > Mercy College New Teacher Residency Program
> > > > > > Mercy College
> > > > > > 66 West 35th Street
> > > > > > New York, NY 10001
> > > > > > (212) 615 3367
> > > > > >
> > > > > > I have on my table a violin string. It is free. I twist one end of
> >
> > > > > > it and it responds. It is free. But it is not free to do what a
> > > > > > violin string is supposed to do - to produce music. So I take it,
> > > > > > fix it in my violin and tighten it until it is taut. Only then it
> > > > > > is free to be a violin string.
> > > > > > Sir Rabindranath Tagore.
> > > > > > _______________________________________________
> > > > > > xmca mailing list
> > > > > > xmca@weber.ucsd.edu
> > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > > _______________________________________________
> > > > > > xmca mailing list
> > > > > > xmca@weber.ucsd.edu
> > > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > > >
> > > > > _______________________________________________
> > > > > xmca mailing list
> > > > > xmca@weber.ucsd.edu
> > > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > > > >
> > > >
> > > >
> > > >
> > > >--
> > > >Elina Lampert-Shepel
> > > >Assistant Professor
> > > >Graduate School of Education
> > > >Mercy College New Teacher Residency Program
> > > >Mercy College
> > > >66 West 35th Street
> > > >New York, NY 10001
> > > >(212) 615 3367
> > > >
> > > >I have on my table a violin string. It is free. I twist one end of
> > > >it and it responds. It is free. But it is not free to do what a
> > > >violin string is supposed to do - to produce music. So I take it,
> > > >fix it in my violin and tighten it until it is taut. Only then it
> > > >is free to be a violin string.
> > > > Sir Rabindranath Tagore.
> > > >_______________________________________________
> > > >xmca mailing list
> > > >xmca@weber.ucsd.edu
> > > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > > Andy Blunden :
> http://home.mira.net/~andy/<http://home.mira.net/%7Eandy/<http://home.mira.net/~andy/>>tel
> > (H) +61 3 9380 9435,
> > > mobile 0409 358 651
> > >
> > > _______________________________________________
> > > xmca mailing list
> > > xmca@weber.ucsd.edu
> > > http://dss.ucsd.edu/mailman/listinfo/xmca
> > >
> > _______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
>
>
>
>--
>Elina Lampert-Shepel
>Assistant Professor
>Graduate School of Education
>Mercy College New Teacher Residency Program
>Mercy College
>66 West 35th Street
>New York, NY 10001
>(212) 615 3367
>
>I have on my table a violin string. It is free. I twist one end of
>it and it responds. It is free. But it is not free to do what a
>violin string is supposed to do - to produce music. So I take it,
>fix it in my violin and tighten it until it is taut. Only then it
>is free to be a violin string.
> Sir Rabindranath Tagore.
>_______________________________________________
>xmca mailing list
>xmca@weber.ucsd.edu
>http://dss.ucsd.edu/mailman/listinfo/xmca

  Andy Blunden : http://home.mira.net/~andy/ tel (H) +61 3 9380 9435,
mobile 0409 358 651

_______________________________________________
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca
Received on Mon Jan 21 23:51 PST 2008